Comparison of two psycho-pedagogic interview approaches to assess the self-assessment capacity of students face of clinical experience

Introduction: Self-assessment has an important role in the learning process, actively involving students in their studies. Different means are used in the initial training of students to solicit their self-evaluation abilities. In this context, educational interviews provide many opportunities for teachers to probe students on their learning experiences. Methods: Fifteen students volunteered to take part in the self-assessment of significant situations experienced during training course. Two psycho-pedagogic type of interview for self-assessments were done with each student: one after a conventional interview and another after a clarification interview. The 30 self-assessments were than analyzed. Results: Students are generally able to assess themselves relying clearly and confidently on a range of arguments to justify their evaluative judgment. The arguments are based on international and external factors and vary depending on the type of interview conducted beforehand (clarification interview and conventional interview). They show how reflective practice and self-assessment are linked. Conclusion: The evaluative judgment and the arguments used by the students in reflective practice vary in nature. The role of teachers is essential in helping students express their views. As a result, teachers will be able to adapt their support.